eyfs a4 samples cover.cdr:coreldraw - sound learning

Sound Learning

MANAGEMENT

PROGRESS RECORD2012

Early Years Foundation Stage

Birth to 11 Months

and 8 Months to 20 Months

First published in 2012 by Sound Learning Design Limited, 1.23 Cannock Chase Enterprise Centre, Walkers Rise, Cannock, WS12 0QU Tel: 01543 899616 Fax: 01543 899598 e-mail: [email protected] www.soundlearning.co.uk 2012 Sound Learning Design Limited All rights reserved. No part of this Sound Learning publication may be reproduced without permission in writing from the publisher. Registered users may make copies for use within the purchasing establishment.

CONTENTS3 Copying the pages and using the CD4 Introduction5-6 Areas of Learning and Development7-8 Phases of Development9 Observation, Assessment, Planning Cycle10-12 Using the System13 Child's Entry Record14-17 Entry Record - Photocopy Masters18 Progress Records - Introduction

Progress Records - Photocopy Masters

Booklet front cover/inside cover1-2 Personal, Social and Emotional Development3-4 Communication and Language5-6 Physical Development7 Literacy8 Mathematics9-10 Understanding the World11 Expressive Arts and Design

19 Planning Forms - Introduction20-21 Group Planning Sheet for Adapting Continuous Provision22-23 Development Professional Notes24-25 Learning Journey Notes26 Management Forms - Introduction27 Attendance Record Sheet28 Record of Medicines Administered29 Accident Record30 Baby Room Daily Report Form31 Toddler Room Daily Report Form32 Baby Room Progress Report33 Toddler Room Progress Report34 Sleep Room Record35 Babies' Feed Record36 Welcome Letter37 Offer of Place Letter

2

CHILD'S ENTRY RECORD

Injections received:

Important medical conditions (e.g. allergies):

14 © Sound Learning Design Limited 2012 Tel:01543 899616 Copies may be made for use within the purchasing establishment

Sex:Date of Birth:

Child's Name:

Child's first language:

Address:

Medical Information

Name:Address:

Tel no:

Special dietary requirements:

Toilet requirements:

Photo

Religion: Ethnic Origin:

Disability (Y/N) Access requirements:

Page 1 of 4

CHILD'S HEALTH VISITOR

Name:Address:

Tel no:

CHILD'S DOCTOR

Telephone number:

History of illnesses:

CHILD'S ENTRY RECORD Page 3 of 4

General information about your child. Please answer these questions in as much detail aspossible. This will help us get to know your child and help him or her to settle in quickly.Child's Name: Date:

Are any milk feeds to be given to your child during the day? At what times?

What type of milk does your child drink?

What juice does your child drink? At what times?

What are your child's favourite foods?

Does your child have any daytime sleeps? At what times?

How does your child go to sleep? Does your child have a comforter?

What are your child's favourite occupations?

What are your child's favourite songs and games?

Is there anything special that you feel we should know about your child?

16 © Sound Learning Design Limited 2012 Tel:01543 899616 Copies may be made for use within the purchasing establishment

EARLY YEARS FOUNDATION STAGE - PROGRESS RECORD Phases 1 and 2: Birth to 20 months

1 2012 Sound Learning Design Ltd – Tel: 01543 899616 – www.soundlearning.co.uk - Registered users can make copies for use within the purchasing establishment.

Personal, Social and Emotional Development Making relationships

Birth to 11 months

How things develop: Enjoys the company of others and seeks contact with others from birth. Gazes at faces and copies facial movements. e.g. sticking out tongue, opening mouth and widening eyes. Responds when talked to, for example, moves arms and legs, changes facial expression, moves body and makes mouth movements. Recognises and is most responsive to main carer’s voice: face brightens, activity increases when familiar carer appears. Responds to what carer is paying attention to, e.g. following their gaze. Likes cuddles and being held: calms, snuggles in, smiles, gazes at carer’s face or strokes carer’s skin.

Date Comments

8 to 20 months

How things develop: Seeks to gain attention in a variety of ways, drawing others into social interaction. Builds relationships with special people. Is wary of unfamiliar people. Interacts with others and explores new situations when supported by familiar person. Shows interest in the activities of others and responds differently to children and adults, e.g. may be more interested in watching children than adults or may pay more attention when children talk to them.

Date Comments

EARLY YEARS FOUNDATION STAGE - PROGRESS RECORD Phases 1 and 2: Birth to 20 months


Communication and Language Listening and Attention

Birth to 11 months

How things develop: Turns toward a familiar sound then locates range of sounds with accuracy. Listens to, distinguishes and responds to intonations and sounds of voices. Reacts in interaction with others by smiling, looking and moving. Quietens or alerts to the sound of speech. Looks intently at a person talking, but stops responding if speaker turns away. Listens to familiar sounds, words, or finger plays. Fleeting Attention – not under child’s control, new stimuli takes whole attention.

Date Comments

8 to 20 months

How things develop: Moves whole body to enjoyable sounds, such as music or a regular beat. Has a strong exploratory impulse. Concentrates intently on an object or activity of own choosing for short periods. Pays attention to dominant stimulus – easily distracted by noises or other people talking.

Date Comments

Communication and Language Understanding

Birth to 11 months

How things develop: Stops and looks when hears own name. Starts to understand contextual clues, e.g. familiar gestures, words and sounds.

Date Comments

8 to 20 months

How things develop: Developing the ability to follow others’ body language, including pointing and gesture. Responds to the different things said when in a familiar context with a special person (e.g. ‘Where’s Mummy?’, ‘Where’s your nose?’). Understanding of single words in context is developing, e.g. ‘cup’ ‘milk’, ‘daddy’.

Date Comments

Completed by: ________________________ Date: __________________© 2012 Sound Learning Design Ltd - Tel: 01543 899616 - Copies may be made for use within the purchasing establishment

Week ending: ___________

EYFS LinksPersonal, social & emotional development

Literacy

Communication and language

Mathematics

Physical development

Expressive Arts and Design

EYFS - Phases 1 and 2 - Birth to 20 MonthsGroup Planning Sheet for Adapting Continuous Provision

Childs name Key Points from Observations

Changes to the Physical Environment (Continuous Provision)Resources Adults’ role/Effective Practice

Activities and Experiences Adults’ role/Effective PracticeFocussed Activities and Experiences

2 1

Understanding the world

Moving and handling: Passes toysfrom one hand to the other. Picksup small objects between thumband fingers

Shape, space and measure:Recognises big things andsmall things in meaningfulcontexts.

Speaking: Uses sounds in play.

The world: Becomesabsorbed in combiningobjects.

Building simple towers with blocks Encourage Kirsty and the other children in thisactivity. Note the children’s ability to stackitems on top of one another.

Vocalising train sounds

Investigating filling and emptying Support Jack’s explorations, do some fillingand emptying alongside him.

Encourage Aysha’s vocalising and introduceother ‘train set’ sounds.

Objects to encourage Jack’s interest in fillingand emptying. Bags, clothes and boxes

New blocks and bricks as well as stackingtoys.

Train set

Introduce the new resources to Kirsty andsupport and encourage her exploration ofthem.Observe Jack’s play with the new objects.

Encourage Aysha to use the train set in parallelplay with other children to the support thedevelopment of positive relationships withother children.

Kirsty

Jack

Aysha

Playing with blocks and bricks. Putting them together in groups and making piles twoor three bricks high.

Exploring the role-play area. Opening and closing cupboards. Putting objects in andtaking objects out.

Using the train set, making train sounds whilst pushing the train along.

15/06/12

15/06/12Rebecca/Sue

16 Months to 26 Months

and 22 Months to 36 Months


CONTENTS3 Copying the pages and using the CD

4 Introduction

5-6 Areas of Learning and Development

7-8 Phases of Development

9 Observation, Assessment, Planning Cycle

10-12 Using the System

13 Child's Entry Record

14-17 Entry Record - Photocopy Masters

18 Progress Records - Introduction


Booklet front cover/inside cover

1-2 Personal, Social and Emotional Development

3-5 Communication and Language

6-7 Physical Development

8-9 Literacy

10-11 Mathematics

12-13 Understanding the World

14 Expressive Arts and Design

19 Observation and Planning Forms - Introduction

20-21 Observation Sheet

22-23 Planning Sheet - Supporting Children's Interests

24 Management Forms - Introduction

25-26 Weekly Menu Planner

27-28 Weekly Activity Planner

29-30 Staff Rota

31 Offer of Place Letter

32 Change of setting letter

2

EARLY YEARS FOUNDATION STAGE - PROGRESS RECORD Phases 3 and 4: 16 months to 36 months

2012 Sound Learning Design Ltd – Tel: 01543 899616 – www.soundlearning.co.uk - Registered users can make copies for use within the purchasing establishment.

5

Physical Development Moving and Handling

16 to 26 months

How things develop: Walks upstairs holding hand of adult. Comes downstairs backwards on knees (crawling). Beginning to balance blocks to build a small tower. Makes connections between their movement and the marks they make.

Date Comments

22 to 36 months

How things develop: Runs safely on whole foot. Squats with steadiness to rest or play with object on the ground, and rises to feet without using hands. Climbs confidently and is beginning to pull themselves up on nursery play climbing equipment. Can kick a large ball. Turns pages in a book, sometimes several at once. Shows control in holding and using jugs to pour, hammers, books and mark-making tools. Beginning to use three fingers (tripod grip) to hold writing tools. Imitates drawing simple shapes such as circles and lines. Walks upstairs or downstairs holding onto a rail two feet to a step. May be beginning to show preference for dominant hand.

Date Comments

EARLY YEARS FOUNDATION STAGE - PROGRESS RECORD Phases 3 and 4: 16 months to 36 months


Literacy Reading

16 to 26 months

How things develop: Interested in books and rhymes and may have favourites.

Date Comments

22 to 36 months

How things develop: Has some favourite stories, rhymes, songs, poems or jingles. Repeats words or phrases from familiar stories. Fills in the missing word or phrase in a known rhyme, story or game, e.g. ‘Humpty Dumpty sat on a …’.

Date Comments

© Sound Learning Design Ltd 2012 Tel: 01543 899616 Copies may be made for use within the purchasing establishment 21

OBSERVATION SHEET

Personal, Social & Emotional Communication & Language Physical Dev.

Literacy Mathematics Expressive Arts & Design

DATE:

TIME:

DETAILS OF OBSERVATION

AREA OF OBSERVATION:

CHILD'S NAME:

OBSERVER:

CHILD'S AGE:

EYFS Links

NEW INFORMATION LEARNED ABOUT THE CHILD'S ABILTIES, NEEDS & INTERESTS

Understanding the World

Olivia was playing in the role-play area. She gathered up a number of toys and laid themout on a table. Then she got the till and and put it at the side of the table.

She shouted out 'The shop's open' and several children came over to look. Nassar picked up atoy train and asked how much it was. 'That's three pounds' said Olivia. Nassar said hewould buy it and offered Olivia two coins. 'That's not enough - you need three' said Olivia.Nassar went away and came back with a third coin. 'One, two, three - that's right' saidOlivia pointing to each coin in turn as she counted. She then gave Nassar the train.

After she had sold toys to several children, Olivia went to the mark-making area and usedthe scissors to cut some paper into small pieces. She then began to write marks on the paper.I asked her what she was doing and she said 'Writing the prices.' When she had finishedwriting, she took the pieces of paper and put them on the shop table, one next to each toy.

Rebecca

Olivia 28 months

Role-play area

15/06/1210:30 am

Language for communication Developing fine-motor skills.

Developing imagina-tion and imaginativeplay

Olivia understands that numbers can be written down, and that the written numberrepresents a specific quantity.

Olivia is interested in mark-making and has some understanding of number-labels up to 3.

Role-play, particularly in the context of a shop, is an effective way of encouraging Olivia'sinterest in numbers.

Provide additional shop resources to support Olivia's interest in numbers.

Provide and model the use of writing frames within the context of a role-play shop (e.g. pricelabels, order pads) to encourage Olivia's mark-making.

Numbers as labelsand for counting

WritingHand-writing

Playing co-operatively withother children

OPTIONS FOR DEVELOPMENT

PLANNING SHEETSUPPORTING CHILDREN'S INTERESTS THROUGH ENHANCED PROVISION

INTERESTS (from observations)CHILD'S NAME

WEEK ENDING: _____________________

OPPORTUNITIES FOR SUPPORT

© Sound Learning Design Ltd 2012 Tel: 01543 899616 Copies may be made for use within the purchasing establishment

EYFS LINKS

COMPLETED BY: ____________________________

23

15/06/07 Rebecca / Andrea

Jack

Mohammed

Olivia

Luke

Hannah

Alisha

Emergent writing. Letters topractioners and family.

Small world vehicles. Sendingdown tracks.

Role-play, particularly shops

Painting, mixing colours withadult support.

Construction with boxes andblocks.

Book area. Listening topractitioners reading andlooking at books independ-ently.

Provide further letterwriting opportunities.Visit to Post Office.

Provide pipes, tracks,guttering to go withvehicles.

Provide extra role-playprops and shop writingframes.

Encourage independentmixing of colours.

Provide large blocks foroutdoor construction.

Encourage choosing andreading books independ-ently.

Literacy

Understand-ing the world

Phys Dev

Comm & Lang

Literacy

Expressive Arts& Design

Understand-ing the world

Phys Dev

Comm & Lang

Literacy

30 Months to 50 Months

and 40 Months to 60+ Months


CONTENTS3 Copying the pages and using the CD

4 Introduction

5-6 Areas of Learning and Development

7-8 Phases of Development

9 Observation, Assessment, Planning Cycle

10-13 Using the System

14 Child's Entry Record

15-18 Entry Record - Photocopy Masters

19 Progress Records - Introduction


Booklet front cover/inside cover

1-3 Personal, Social and Emotional Development

4-7 Communication and Language

8-10 Physical Development

11-13 Literacy

14-16 Mathematics

17-19 Understanding the World

20-21 Expressive Arts and Design

21 Observation and Planning Forms - Introduction

22-23 Topic Planning Sheet

24-25 Activity Planning Sheet

26-27 Weekly Planning Sheet

28-29 Activity Record Sheet

30-31 Activity Participation Record

32-33 Observation Form - Individual Child

34-35 Observation Form - Group

36-37 Observation Form - Tracking Movements

38-39 Observation Form - Equipment Use

40 Report and Management Sheets - Introduction

41 Progress Report to Parents

42 Activities at Home

43 Change of setting letter

2

EARLY YEARS FOUNDATION STAGE - PROGRESS RECORD Phases 5 and 6: 30 months to 60+ months


13

Mathematics Numbers

30 to 50 months

How things develop: Uses some number names and number language spontaneously. Uses some number names accurately in play. Recites numbers in order to 10. Knows that numbers identify how many objects are in a set. Beginning to represent numbers using fingers, marks on paper or pictures. Sometimes matches numeral and quantity correctly. Shows curiosity about numbers by offering comments or asking questions. Compares two groups of objects, saying when they have the same number. Shows an interest in number problems. Separates a group of three or four objects in different ways, beginning to recognise that the total is still the same. Shows an interest in numerals in the environment. Shows an interest in representing numbers. Realises not only objects, but anything can be counted, including steps, claps or jumps.

Date Comments



16

Understanding the world People and communities

30 to 50 months

How things develop: Shows interest in the lives of people who are familiar to them. Remembers and talks about significant events in their own experience. Recognises and describes special times or events for family or friends. Shows interest in different occupations and ways of life. Knows some of the things that make them unique, and can talk about some of the similarities and differences in relation to friends or family.

Date Comments

40 to 60+ months

How things develop: Enjoys joining in with family customs and routines. Early learning goal: Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.

Date Comments



19

Expressive arts and design Exploring and using media and materials

30 to 50 months

How things develop: Enjoys joining in with dancing and ring games. Sings a few familiar songs. Beginning to move rhythmically. Imitates movement in response to music. Taps out simple repeated rhythms. Explores and learns how sounds can be changed. Explores colour and how colours can be changed. Understands that they can use lines to enclose a space, and then begin to use these shapes to represent objects. Beginning to be interested in and describe the texture of things. Uses various construction materials. Beginning to construct, stacking blocks vertically and horizontally, making enclosures and creating spaces. Joins construction pieces together to build and balance. Realises tools can be used for a purpose.

Date Comments

40 to 60+ months

How things develop: Begins to build a repertoire of songs and dances. Explores the different sounds of instruments. Explores what happens when they mix colours. Experiments to create different textures. Understands that different media can be combined to create new effects. Manipulates materials to achieve a planned effect. Constructs with a purpose in mind, using a variety of resources. Uses simple tools and techniques competently and appropriately. Selects appropriate resources and adapts work where necessary. Selects tools and techniques needed to shape, assemble and join materials they are using. Early learning goal: Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

Date Comments

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